This unit introduces students to the concept of cultural fire management. Students will explore the importance of fire as a tool for ecosystem health, the science of carbon storage, and the respect required to carry out these practices safely.
Learning Areas
Geography | Media Arts
In this unit
This unit invites students to connect with nature through sound, capturing and preserving the natural “voices” of Country. By creating soundscape-inspired art and learning about local government and conservation efforts, students will explore the role of advocacy in environmental protection and engage with initiatives aimed at preserving rainforest habitats.
This unit includes:
Video
Video
Video
Video
Unit
Cultural Protocols
Learning Areas
- AC9HG7K05
Factors that influence the decisions people make about where to live, including perceptions of the liveability of places and the influence of environmental quality - AC9HG7K07
The cultural connectedness of people to places and how this influences their identity, sense of belonging and perceptions of a place, in particular the cultural connectedness of First Nations Australians to Country/Place - AC9HG7S05
Identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts - AC9HG7S06
Create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources - AC9HG8K01
Geomorphological processes that produce different landscapes and significant landforms - AC9HG8K02
The location and distribution of Australia’s distinctive landscapes and significant landforms - AC9HG8K03
The spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians - AC9HG8K04
The interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes - AC9HG8S02
Collect, organise and represent data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate - AC9HG8S03
Interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships - AC9HG8S04
Draw conclusions based on the analysis of the data and information - AC9HG8S05
Identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts - AC9HG8S06
Create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources
- AC9AMA8E01
Investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts - AC9AMA8E02
Investigate the diversity of First Nations Australians’ media arts works and practices, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights - AC9AMA8D01
Develop media production skills throughout the production process to construct representations using media languages and media technologies - AC9AMA8D02
Reflect on their own and others’ media arts works and practices to inform choices they make during the production process - AC9AMA8C01
Design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience - AC9AMA8C02
Apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning for specific audiences using responsible media practice
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
- A_TSICP1
First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways. - A_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place. - A_TSICP3
The First Peoples of Australia are the Traditional Owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place.
- A_TSIC1
First Nations Australian societies are diverse and have distinct cultural expressions such as language, customs and beliefs. As First Nations Peoples of Australia, they have the right to maintain, control, protect and develop their cultural expressions, while also maintaining the right to control, protect and develop culture as First Nations Cultural and Intellectual Property. - A_TSIC2
First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing. - A_TSIC3
The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures.
- A_TSIP2
First Nations Australians have sophisticated political, economic and social organisation systems, which include family and kinship structures, laws, traditions, customs, land tenure systems, and protocols for strong governance and authority. - A_TSIP3
The significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally.
Sustainability
- SS1
All life forms, including human life, are connected through Earth’s systems (geosphere, biosphere, hydrosphere and atmosphere) on which they depend for their wellbeing and survival. - SS2
Sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments.
- SW1
World views that recognise the interdependence of Earth’s systems, and value diversity, equity and social justice, are essential for achieving sustainability. - SW2
World views are formed by experiences at personal, local, national and global levels, and are linked to individual, community, business and political actions for sustainability.
- SD1
Sustainably designed products, environments and services aim to minimise the impact on or restore the quality and diversity of environmental, social and economic systems. - SD2
Creative and innovative design is integral to the identification of new ways of sustainable living. - SD3
Sustainable design requires an awareness of place, past practices, research and technological developments, and balanced judgements based on projected environmental, social and economic impacts.
Related Units
Through yarning circles, outdoor observations, and creative projects, students will develop their ability to identify natural patterns and reflect on the ways First Nations knowledge systems inform sustainable practices.
Unit Content
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Unit Includes
- 1 Focus Area
- 4 Lessons
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